notes on interesting digital ephemera

November 23, 2016

November 21, 2016

There is a deep relationship between math and physics. Sometimes physicists point to new math, sometimes they mine odd and curious places for new approaches. Something is currently stirring - here's a nice non-technical description.

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Feynman diagrams were devised by Richard Feynman in the 1940s. They feature lines representing elementary particles that converge at a vertex (which represents a collision) and then diverge from there to represent the pieces that emerge from the crash. Those lines either shoot off alone or converge again. The chain of collisions can be as long as a physicist dares to consider.

To that schematic physicists then add numbers, for the mass, momentum and direction of the particles involved. Then they begin a laborious accounting procedure — integrate these, add that, square this. The final result is a single number, called a Feynman probability, which quantifies the chance that the particle collision will play out as sketched.

“In some sense Feynman invented this diagram to encode complicated math as a bookkeeping device,” said Sergei Gukov, a theoretical physicist and mathematician at the California Institute of Technology.

Feynman diagrams have served physics well over the years, but they have limitations. One is strictly procedural. Physicists are pursuing increasingly high-energy particle collisions that require greater precision of measurement — and as the precision goes up, so does the intricacy of the Feynman diagrams that need to be calculated to generate a prediction.

The second limitation is of a more fundamental nature. Feynman diagrams are based on the assumption that the more potential collisions and sub-collisions physicists account for, the more accurate their numerical predictions will be. This process of calculation, known as perturbative expansion, works very well for particle collisions of electrons, where the weak and electromagnetic forces dominate. It works less well for high-energy collisions, like collisions between protons, where the strong nuclear force prevails. In these cases, accounting for a wider range of collisions — by drawing ever more elaborate Feynman diagrams — can actually lead physicists astray.

“We know for a fact that at some point it begins to diverge” from real-world physics, said Francis Brown, a mathematician at the University of Oxford. “What’s not known is how to estimate at what point one should stop calculating diagrams.”

Yet there is reason for optimism. Over the last decade physicists and mathematicians have been exploring a surprising correspondence that has the potential to breathe new life into the venerable Feynman diagram and generate far-reaching insights in both fields. It has to do with the strange fact that the values calculated from Feynman diagrams seem to exactly match some of the most important numbers that crop up in a branch of mathematics known as algebraic geometry. These values are called “periods of motives,” and there’s no obvious reason why the same numbers should appear in both settings. Indeed, it’s as strange as it would be if every time you measured a cup of rice, you observed that the number of grains was prime.

October 11, 2016

If we could snap our fingers and change the way math and science are taught in U.S. schools, most of us would. The shortcomings of the current approach are clear. Subjects that are vibrant in the minds of experts become lifeless by the time they’re handed down to students. It’s not uncommon to hear kids in Algebra 2 ask, “When are we ever going to use this?” and for the teacher to reply, “Math teaches you how to think,” which is true — if only it were taught that way.

To say that this is now changing is to invite an eye roll. For a number of entrenched reasons, from the way teachers are trained to the difficulty of agreeing on what counts in each discipline, instruction in science and math is remarkably resistant to change.

That said, we’re riding the next big wave in K-12 science and math education in the United States. The main events are a pair of highly visible but often misunderstood documents — the Common Core math standards and the Next Generation Science Standards (NGSS) — that, if implemented successfully, will boldly remake the way math and science are taught. Both efforts seek to recast instruction in the fundamental ideas and perspectives that animate the two fields.